1. "Freire states, "The oppressors react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another" (p. 74). How does this observation relate to Delpit's idea of the "silenced dialogue?" Who are the oppressors and which partial views of reality are they unwilling to accept?
2. 2. "The solution is not to “integrate” them [students] into the structure of oppression, but to transform that structure so that they can become “beings for themselves.” Examine this educational mission through the lens of English language acquisition in the classroom. Do you think MA public schools are “integrating” or “transforming?” Explain.
3. 3. In an attempt to expose your candid honesty: do you ‘fit’ the world, or insist that the world fit you? Is there a ‘middle ground?’
4. 4. Throughout this semester it has been made clear that classroom management and classroom control is of the utmost importance. Could you see this “teacher-student and students-teachers” relationship possibly jeopardizing the element of control in a classroom? How do we navigate this dichotomy?
5. 5. According to Freire’s recipe for liberating, human dialogue (love, humility, faith in humankind, hope, and critical thinking) which aspect do you think you are strongest in, and which aspect do you need to work on?
6. 6. In what ways can we teach our students the keys to liberating dialogue?
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